#9 - Prelude - Social Justice and Art: Black + White = Gray
Prelude
As I put the final touches in place for post #9 - Parts I and II, my hometown of Baltimore is in a state of social and civic unrest following the events associated with the arrest and subsequent death of a young black man named Freddie Gray. While many Baltimoreans chose to peacefully protest against a system that unfairly treats and targets people of color, some saw the protests as an opportunity to react violently. Ironically, the content of this post focuses on how events like these can be a catalyst for helping students formulate their ideas and then using art as a means for creative and meaningfully expression.
Art does not have to be just another “aesthetically” pleasing picture that hangs on the wall. Art can be a means for expressing one’s views on a particular issue or topic. Although these lessons can be a challenge to teach and implement with middle school aged students I have had wonderful success in the past. Although relative, my basis for success is grounded on the following: that the final products are not only wonderful in their content and visual display, but also with regards to the dialogue that takes place throughout the duration of the project. Sometimes these conversations make their way outside my classroom and sometimes I am lucky to hear how they unfold as seen in the e-mail below (names intentionally withheld):
Hi Dave.
I imagine that measuring your success as a teacher of adolescent boys must be a tough thing to do. So I thought I'd share this anecdote to let you know how well you're doing.
Last night at the dinner table, we were discussing racism, police and cameras, etc. "Joe" said something like: Mr. Anderson had us think about this from a really cool perspective. He then went on to explain the project you had given them. He told us you planned to take some pictures students had drawn on your sabbatical. I wonder what they'll think about our pictures? "Joe" wondered out loud.
I realize I'm repeating myself, but for a kid like "Joe" who sometimes feels beaten up in the academic classroom, to see how you make his mental wheels turn means a lot.
Congratulations.
"Parent"
Of course I have my own political beliefs, and I do my best to approach each topic of discussion with respect to the varying points of view. Ultimately, my goal is to get my students to THINK about the world around them in a critical and constructive manner that will hopefully promote their participation in active citizenship.
The #9 posts are broken up to document what occurred in my classroom before my departure for Finland, and to what occurred while I was collaborating with a Finnish art teacher and her students using the same theme, “Creating Art as a Response to Social Justice Issues.” Below are a list of artists that use art as a means for social commentary and are often used as starting points for the creation process, along with a list of references I have used to help facilitate the process in my classroom. If you have any references or artists that you would like to pass along that are not included please e-mail me (danderson@gilman.edu) or post it on the Unfinished Education Facebook page for others to see.
All the Best,
David 5/5/15
As I put the final touches in place for post #9 - Parts I and II, my hometown of Baltimore is in a state of social and civic unrest following the events associated with the arrest and subsequent death of a young black man named Freddie Gray. While many Baltimoreans chose to peacefully protest against a system that unfairly treats and targets people of color, some saw the protests as an opportunity to react violently. Ironically, the content of this post focuses on how events like these can be a catalyst for helping students formulate their ideas and then using art as a means for creative and meaningfully expression.
Art does not have to be just another “aesthetically” pleasing picture that hangs on the wall. Art can be a means for expressing one’s views on a particular issue or topic. Although these lessons can be a challenge to teach and implement with middle school aged students I have had wonderful success in the past. Although relative, my basis for success is grounded on the following: that the final products are not only wonderful in their content and visual display, but also with regards to the dialogue that takes place throughout the duration of the project. Sometimes these conversations make their way outside my classroom and sometimes I am lucky to hear how they unfold as seen in the e-mail below (names intentionally withheld):
Hi Dave.
I imagine that measuring your success as a teacher of adolescent boys must be a tough thing to do. So I thought I'd share this anecdote to let you know how well you're doing.
Last night at the dinner table, we were discussing racism, police and cameras, etc. "Joe" said something like: Mr. Anderson had us think about this from a really cool perspective. He then went on to explain the project you had given them. He told us you planned to take some pictures students had drawn on your sabbatical. I wonder what they'll think about our pictures? "Joe" wondered out loud.
I realize I'm repeating myself, but for a kid like "Joe" who sometimes feels beaten up in the academic classroom, to see how you make his mental wheels turn means a lot.
Congratulations.
"Parent"
Of course I have my own political beliefs, and I do my best to approach each topic of discussion with respect to the varying points of view. Ultimately, my goal is to get my students to THINK about the world around them in a critical and constructive manner that will hopefully promote their participation in active citizenship.
The #9 posts are broken up to document what occurred in my classroom before my departure for Finland, and to what occurred while I was collaborating with a Finnish art teacher and her students using the same theme, “Creating Art as a Response to Social Justice Issues.” Below are a list of artists that use art as a means for social commentary and are often used as starting points for the creation process, along with a list of references I have used to help facilitate the process in my classroom. If you have any references or artists that you would like to pass along that are not included please e-mail me (danderson@gilman.edu) or post it on the Unfinished Education Facebook page for others to see.
All the Best,
David 5/5/15
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ARTISTS:
Mike Alewitz
Edgar Heap of Birds
Elizabeth Catlett
Michael Ray Charles
Nancy Chunn
David Hammons
Barbara Kruger
Maya Lin
Ai Wei Wei
Chris Woods
ART:
Chief Crazy Horse Memorial vs Mount Rushmore
VIDEOS:
Bell Hooks: Cultural Criticism, and Transformation
Codes of Gender: Identity &Performance in Popular Culture, (2009)
Mickey Mouse Monopoly
In Whose Honor
The Mean World Syndrome
Tough Guise: violence, media, and the crisis in masculinity
Tim Wise: On White Privledge. Racism, White Denial and the Costs of Inequality
WrestlingWith Manhood: Boys, Bullying & Battering
TEXT:
Giroux, H. (1999). The Mouse that Roared: Disney and the End of Innocence.
Tavin, K. & Anderson, D. (2002). Deconstructing disney: teaching (popular) visual
culture in the elementary classroom. Art Education: The Journal of the National Art Education Association, 56 (3). 21-25.
Rastas, A. Racism in the everyday life of Finnish Children with transitional roots
Oikarinen-Jabai, H. This is my home country or something in-between – Finnish-Somali youth
sharing their experiences through performative narratives.
Mike Alewitz
Edgar Heap of Birds
Elizabeth Catlett
Michael Ray Charles
Nancy Chunn
David Hammons
Barbara Kruger
Maya Lin
Ai Wei Wei
Chris Woods
ART:
Chief Crazy Horse Memorial vs Mount Rushmore
VIDEOS:
Bell Hooks: Cultural Criticism, and Transformation
Codes of Gender: Identity &Performance in Popular Culture, (2009)
Mickey Mouse Monopoly
In Whose Honor
The Mean World Syndrome
Tough Guise: violence, media, and the crisis in masculinity
Tim Wise: On White Privledge. Racism, White Denial and the Costs of Inequality
WrestlingWith Manhood: Boys, Bullying & Battering
TEXT:
Giroux, H. (1999). The Mouse that Roared: Disney and the End of Innocence.
Tavin, K. & Anderson, D. (2002). Deconstructing disney: teaching (popular) visual
culture in the elementary classroom. Art Education: The Journal of the National Art Education Association, 56 (3). 21-25.
Rastas, A. Racism in the everyday life of Finnish Children with transitional roots
Oikarinen-Jabai, H. This is my home country or something in-between – Finnish-Somali youth
sharing their experiences through performative narratives.